About Pre-science Scheme of Work for Pre-Nursery Classes
Are you a preschool teacher who has been searching for the official syllabus for pre-science, then you are in the right place. Here at syllabus.ng, we have provided the official NAPPS syllabus for pre-science so take your time and go through this article.
This syllabus introduces children to basic scientific concepts through hands-on activities, simple experiments, and observation. Topics include the five senses, plants and animals, weather, etc will be taught.
It will be a fun and interactive class where children will about their environment and the living things around them. They will also learn to observe and some may start thinking like young scientists.
The aims of the NAPPS Pre-Nursery Pre-Science Syllabus are to:
1. Nurture a sense of wonder and inquiry in the children and
2. Lay a strong foundation for future scientific learning.
If you are a parent who wants to home-school your child, then you can also get this syllabus by clicking the download syllabus. Say “no” to boring classes for your kids and embrace new-generation teachings.
Pre-Nursery First Term Scheme of Work for Pre-science
| Source | NAPPS | |||
| Class | PRE-SCHOOL LEVEL 1 | |||
| Subject | PRE-SCIENCE | |||
| Term | FIRST TERM | |||
| Week | Topic | Teachers Activities | Pupil Activities | Learning Resources |
| 1 | OBJECTS IN THE CLASSROOM Identification of objects in the classroom. Uses of objects in the classroom | i. Teacher guides pupils to identify objects in and around the classroom. ii. Teacher leads the pupils to know the uses of the objects in the classroom and guides them to demonstrate the uses of objects. | i. Pupils identify objects seen in the classroom and mention the uses of the objects. ii. Pupils demonstrate with real objects how to use the objects as guided by the teacher. | Pencil Whiteboard Notebook Desk Chair |
| 2 | OBJECTS AT HOME Identification of objects in the classroom. Uses of objects in the classroom | i. Teacher guides pupils to identify objects in and around the home using charts, posters and an MP4 Player. ii. Teacher leads the pupils to know the uses of objects home – sitting room, bedroom, kitchen, toilet, etc. – and guides them to demonstrate the uses of objects. | i. Teacher guides pupils to identify objects in and around the home using charts, posters and an MP4 Player. ii. Teacher leads the pupils to know the uses of objects home – sitting room, bedroom, kitchen, toilet, etc. – and guides them to demonstrate the uses of objects. | Pot Chair Charts MP4 Player Posters |
| 3 | PARTS OF THE BODY Identification of parts of the body Touching the body parts on one’s body. | i. Using charts, posters and an MP4 Player, the teacher guides pupils to identify parts of the body. ii. The teacher leads the pupils to touch and mention the names of the parts of their body and guides pupils to recite nursery rhymes on parts of the body. | i. Pupils identify parts of their body; touch and mention the name of each part of the body. | Charts Posters MP4 Player |
| 4 | THE EYE Identification of the eye Uses of the eye | i. Using pictures of different formats, the teacher guides the pupils to identify the eye. The teacher leads the pupils to touch their eyes and to mention what they use their eyes for. ii. The teacher guides the pupils to colour the picture of an eye colourfully. | i. Pupils identify their eyes on their body and mention what they use their eyes for. ii. Pupils identify the ears of some other animals on posters or charts. | Charts MP4 Player Crayon |
| 5 | THE EYE Identification of the eye Uses of the eye | i. Using pictures of different formats, the teacher guides the pupils to identify the eye. The teacher leads the pupils to touch their eyes and to mention what they use their eyes for. ii. The teacher guides the pupils to colour the picture of an eye colourfully. | i. Pupils identify their eyes on their body and mention what they use their eyes for. ii. Pupils identify the ears of some other animals on posters or charts. | Charts MP4 Player Crayon |
| 6 | THE EAR Identification of the eye Uses of the eye | i. Using pictures of different formats, the teacher guides the pupils to identify the ear. ii. The teacher leads the pupils to touch their ears and to mention what they use their ears for. iii. The teacher guides the pupils to colour the picture of an ear colourfully. | i. Pupils identify their ears on their body and mention what they use their eyes for. ii. Pupils identify the ears of some other animals on posters or charts. | Charts Posters MP4 Player Crayon |
| 7 | THE EAR Identification of the eye Uses of the eye | i. Using pictures of different formats, the teacher guides the pupils to identify the ear. ii. The teacher leads the pupils to touch their ears and to mention what they use their ears for. iii. The teacher guides the pupils to colour the picture of an ear colourfully. | i. Pupils identify their ears on their body and mention what they use their eyes for. ii. Pupils identify the ears of some other animals on posters or charts. | Charts Posters MP4 Player Crayon |
| 8 | THE NOSE | i. Using pictures of different formats, the teacher guides the pupils to identify the nose. ii. The teacher leads the pupils to touch their nose and to mention what they use their nose for. iii. The teacher guides the pupils to colour the picture of a nose colourfully. | i. Pupils identify their ears on their body and mention what they use their eyes for. ii. Pupils identify the nose of some other animals such as rabbit, goat, lion, etc. on posters or charts. | Charts Posters MP4 Player Crayon |
| 9 | FOOD Definition of food. Examples of foods e.g. rice, beans, spaghetti, bread, egg, orange, etc. Why do we eat food? Times that we eat: morning, afternoon, evening. | i. The teacher explains the meaning of food in simple terms and uses charts and an MP4 Player to show examples to the pupils and to buttress their understanding of the concept of food. ii. The teacher explains that we eat food so that we can have energy to do things; energy to walk, to talk, etc. iii. Teacher guides pupils to understand that we eat in the morning, afternoon and evening. | i. Pupils listen to the teacher and participates actively in class discussion such as identification of foods. ii. Pupils tell why they need to eat and they mention that they need to eat so they can be alive and healthy. iii. Pupils mention what they ate the previous morning, afternoon and evening. | |
| 10 | FOOD Definition of food. Examples of foods e.g. rice, beans, spaghetti, bread, egg, orange, etc. Why do we eat food? Times that we eat: morning, afternoon, evening. | i. The teacher explains the meaning of food in simple terms and uses charts and an MP4 Player to show examples to the pupils and to buttress their understanding of the concept of food. ii. The teacher explains that we eat food so that we can have energy to do things; energy to walk, to talk, etc. iii. Teacher guides pupils to understand that we eat in the morning, afternoon and evening. | i. Pupils listen to the teacher and participates actively in class discussion such as identification of foods. ii. Pupils tell why they need to eat and they mention that they need to eat so they can be alive and healthy. iii. Pupils mention what they ate the previous morning, afternoon and evening. | |
| 11 | REVISION | |||
| 12 | EXAMINATION | |||
Pre-Nursery Second Term Scheme of Work For Pre-science
| Term | Second Term | |||
| Week | Topic | Teachers Activities | Pupil Activities | Learning Resources |
| 1 | PLANTS – Meaning of plants – Identification of plants – Examples of Plants e.g. flower. | i. The teacher explains the meaning of plants to the pupils in simple terms and guides the pupils to identify plants using pictures on charts and an MP4 Player. ii. The teacher leads the pupils to identify plants around the school and to know that plants provide food for us. | i. Pupils go around the school environment and identify plants in the school. ii. Pupils mention that plants provide food for people. | Charts Posters MP4 Player |
| 2 | FRUITS | i. Using charts and an MP4 Player, the teacher guides pupils to identify different fruits and to know that they are from plants. ii. Teacher shows real fruits such as orange, pawpaw to the pupils and pictures of orange plant (tree)and pawpaw plant (tree). iii. Teacher guides pupils to recite nursery rhymes on fruits. | i. Pupils identify several fruits on charts, posters and on an MP4 Player. ii. Pupils mention where we get fruits come from. iii. Pupils recite nursery rhymes on fruits and colour drawings of different fruits colourfully. | Charts Posters MP4 Player |
| 3 | ANIMALS – Meaning of Animals – Description of animals: parts of their body – Similarities between animals and humans (Parts of their bodies) | i. Teacher uses charts and an MP4 Player to explain and identify animals to the pupils. ii. Teacher describes the similarities between the parts of the body of animals and human beings. iii. Teacher explains to pupils that plants don’t have body parts of humans but animals do. | i. Pupils identify different animals on charts. ii. Pupils mention parts of the body of animals and describe the similarity with humans. | Charts Posters MP4 Player |
| 4 | ANIMALS – Meaning of Animals – Description of animals: parts of their body – Similarities between animals and humans (Parts of their bodies) | i. Teacher uses charts and an MP4 Player to explain and identify animals to the pupils. ii. Teacher describes the similarities between the parts of the body of animals and human beings. iii. Teacher explains to pupils that plants don’t have body parts of humans but animals do. | i. Pupils identify different animals on charts. ii. Pupils mention parts of the body of animals and describe the similarity with humans. | Charts Posters MP4 Player |
| 5 | DOMESTIC ANIMALS – Meaning of domestic animals (animals found at home). – Examples of domestic animals. | i. Using charts and an MP4 Player, teacher explains the meaning of domestic animals and guides pupils to identify domestic animals. ii. Teacher guides pupils to mention names of domestic animals. | i. Pupils identify and list domestic animals. ii. Pupils colour pictures of domestic animals beautifully. | Charts Posters MP4 Player |
| 6 | PARTS OF THE BODY – The Head -Identification of the head – Uses of head | i. With the aid of charts and posters, the teacher guides the pupils to identify the head of humans. ii. The teacher leads pupils to know and mention the uses of the head – for thinking. | i. The pupils identify the head and mention the uses of the head. ii. The pupils touch their head. | Charts Posters |
| 7 | PARTS OF THE BODY – The Head -Identification of the head – Uses of head | i. With the aid of charts and posters, the teacher guides the pupils to identify the head of humans. ii. The teacher leads pupils to know and mention the uses of the head – for thinking. | i. The pupils identify the head and mention the uses of the head. ii. The pupils touch their head. | Charts Posters |
| 8 | PARTS OF THE BODY – The Mouth and the Teeth – Identification of the Mouth – Identification of the Teeth – Uses of the mouth and the teeth | i. With the aid of charts and posters, the teacher guides the pupils to identify the mouth and the teeth of humans. ii. The teacher leads pupils to know and mention the uses of the mouth and the teeth. | i. The pupils identify the mouth and the teeth and mention their uses. ii. The pupils touch their mouth and lips. iii. Pupils colour the picture of the mouth beautifully | Charts Posters Crayon |
| 9 | PARTS OF THE BODY – The Skin – Identification of the Skin – Uses of the Skin. | i. With the aid of charts, an mp4 player and posters, the teacher guides the pupils to identify the skin of humans. ii. The teacher leads pupils to know and mention the uses of the skin. | i. The pupils identify the skin and mention the uses of the skin. ii. The pupils touch their skin. iii. Pupils identify the different colour of skin as guided by the teacher. | Charts Posters Crayon |
| 10 | PARTS OF THE BODY – The Lips and the Tongue – Identification of the Lips – Identification of the Tongue – Uses of the lips and the tongue. | i. With the aid of charts and posters, the teacher guides the pupils to identify the lips and the tongue of humans. ii. The teacher leads pupils to know and mention the uses of the lips and the tongue. | i. The pupils identify the lips and the tongue and mention their uses. ii. The pupils touch their lips and show their tongue by pushing it out. iii. Pupils colour the pictures of the lips and the tongue beautifully. | Charts Posters Crayon |
| 11 | REVISION | |||
| 12 | EXAMINATION | |||
Pre-Nursery Third Term Scheme of Work for Pre-science
| Term | Third Term | |||
| Week | Topic | Teachers Activities | Pupil Activities | Learning Resources |
| 1 | PARTS OF THE BODY – Legs and Toes – Identification of legs and toes. – Uses of the legs and toes. | i. Using pictures of different formats, the teacher guides the pupils to identify legs and toes. ii. The teacher leads the pupils to touch their legs and toes and to mention what they use their legs and toes for. iii. The teacher guides the pupils to colour pictures of legs and toes colourfully. | i. Pupils identify their legs and toes on their body and mention what they use their legs and toes for. ii. Pupils identify legs and toes of some other animals on posters or charts. Pupils colour picture of legs and toes beautifully. | Charts MP4 Player Crayon |
| 2 | PARTS OF THE BODY – Hand and Fingers – Identification of hands and fingers. – Uses of the hands and fingers. | i. Using pictures of different formats, the teacher guides the pupils to identify the hand and fingers. ii. The teacher leads the pupils to touch their hands and fingers and to mention what they use their hands and fingers for. iii. The teacher guides the pupils to colour picture of hands and fingers colourfully. | i. Pupils identify their hands and fingers on their body and mention what they use them for. ii. Pupils identify the hands and fingers of some other animals on posters or charts. iii. Pupils colour a picture of hands and fingers beautifully. | Charts MP4 Player Crayon |
| 3 | PARTS OF THE BODY – Stomach – Identification of Stomach. – Uses of Stomach – to keep food. | i. Teacher uses charts, posters and an mp4 player to guide the pupils to identify the stomach. ii. The teacher leads the pupils to touch their stomach and to mention what the use of the stomach. iii. The teacher guides the pupils to colour picture of hands and fingers colourfully. iv. Teacher guides pupils to identify a navel which is on the stomach | i. Pupils identify their hands and fingers on their body and mention what they use them for. ii. Pupils identify the hands and fingers of some other animals on posters or charts. iii. Pupils colour a picture of legs beautifully. iv. Pupils identify a navel and they touch their navel on their body. | Charts MP4 Player Crayon |
| 4 | WATER – Description of water – Where we get water from – Uses of Water | i. Teacher gets a sample of clean water in a bowl or bottle and explains the characteristics – it has no colour; it has no taste and it has no odour. ii. Teacher uses charts to identify places where we can get water from such as well, river, tap, etc. iii. Teacher mentions what we use water for e.g. cooking bathing, washing, etc. | i. Pupils identify water and mention the characteristics or properties of clean water – no colour, no taste, no odour. ii. Pupils mention places where people can get water from. iii. Pupils mention what they use water for at home and school. | Charts Bowl of water Posters MP4 Player |
| 5 | WATER – Description of water – Where we get water from – Uses of Water | i. Teacher gets a sample of clean water in a bowl or bottle and explains the characteristics – it has no colour; it has no taste and it has no odour. ii. Teacher uses charts to identify places where we can get water from such as well, river, tap, etc. iii. Teacher mentions what we use water for e.g. cooking bathing, washing, etc. | i. Pupils identify water and mention the characteristics or properties of clean water – no colour, no taste, no odour. ii. Pupils mention places where people can get water from. iii. Pupils mention what they use water for at home and school. | Charts Bowl of water Posters MP4 Player |
| 6 | HOT OBJECTS – Knowing the sensation of touching hot objects or staying in the sun. | i. Teacher uses simple terms to explain the meaning of “hot”. ii. Teacher uses charts posters and MP4 player to identify hot objects such as the sun, a pot on fire, etc. iii. Teacher demonstrates hotness by guiding pupils to touch or feel a warm food flask on their skin. | i. Pupils feel a warm food flask with their palm. ii. Pupils mention examples of hot objects at home. iii. Pupils mention that the sun is always hot and fire too, is always hot. | |
| 7 | HOT OBJECTS – Knowing the sensation of touching hot objects or staying in the sun. | i. Teacher uses simple terms to explain the meaning of “hot”. ii. Teacher uses charts posters and MP4 player to identify hot objects such as the sun, a pot on fire, etc. iii. Teacher demonstrates hotness by guiding pupils to touch or feel a warm food flask on their skin. | i. Pupils feel a warm food flask with their palm. ii. Pupils mention examples of hot objects at home. iii. Pupils mention that the sun is always hot and fire too, is always hot. | |
| 8 | COLD OBJECTS – Knowing the sensation of touch hot objects or staying in the sun. | i. Teacher uses simple terms to explain the meaning of “cold”. ii. Teacher uses charts posters and MP4 player to identify cold objects such as the ice, a bottle of cold water, ice cream, etc. iii. Teacher demonstrates coldness by guiding pupils to touch a cup of ice cream or put some ice cream into their mouth. | i. Pupils feel a warm food flask with their palm. ii. Pupils mention examples of hot objects at home. iii. Pupils mention that the sun is always hot and fire too, is always hot. | Ice, ice cream or cold bottle water Charts Posters |
| 9 | HOT WEATHER – Sunshine: The feeling it gives us. | Using simple terms, the teacher explains the meaning of hot weather to the pupils. ii. The teacher explains with charts and posters that the weather is hot when the sun shines brightly; and that is the time people feel hot. | i. Pupils stay in the sun and they demonstrate the feeling or sensation felt. | Warm food flask The sun Charts |
| 10 | COLD WEATHER – Rainfall: The feeling it gives us. | i. Using simple terms, the teacher explains the meaning of cold weather to the pupils. ii. The teacher explains with charts and posters that the weather is usually cold when rain falls and when wind blows too. iii. Teacher explains that when the weather is cold, we need to eat warm food and drink warm or hot drinks like tea. iv. Teacher mentions that, people usually wear sweaters or cardigans when the weather is cold. | i. Pupils describe how they feel when rain falls. ii. Pupils mention what they take, either food or drink, when rain falls. iii. Pupils mention their favourite cloth when rain falls. | Charts Posters MP4 Player |
| 11 | REVISION | |||
| 12 | EXAMINATION | |||
